ІНТЕГРАТИВНО-АДАПТИВНА КОМПЕТЕНТНІСТЬ ФАХІВЦЯ КОМП'ЮТЕРНОЇ ГАЛУЗІ: КОНЦЕПТУАЛІЗАЦІЯ ПОНЯТТЯ

The article substantiates the introduction of the notion of integrative-adaptive competence of a computing specialist as a response to the limitations of the traditional training model, in which hard skills and soft skills are developed separately. It is shown that the spread of generative artificial intelligence tools and the project-based nature of IT work are reshaping professional requirements and increasing the importance of the ability to combine heterogeneous skills when solving complex tasks. The empirical basis is the author's baseline study: a survey of 94 graduates of a professional online course from 12 countries and structured interviews with 15 representatives of IT companies (HR specialists, project managers and technical leads), 13 of whom (87%) identified the decisive employment problem of junior specialists not as insufficient technical training but as the inability to integrate hard skills with communicative and analytical ones. Integrative-adaptive competence is defined as a qualitatively new type of professional competence characterized by the ability to combine hard and soft skills into functional professional capabilities adapted to the contexts of IT work. Three essential features of the notion are identified: a synergistic rather than additive character; adaptivity, understood as the ability to reconfigure the combination of skills for a new professional role or task; and an orientation towards complex tasks that cannot be solved by technical or communicative skills alone. The need for a specially organized educational process is characterized as a pedagogical condition for developing competence rather than as one of its features. The notion is linked to the concept of adaptive expertise, and its difference from existing frameworks of hard- and soft-skill integration is evident in the unit of analysis, the interpretation of adaptivity, and pedagogical operationalization. Prospects for developing a pedagogical model to foster integrative-adaptive competence are outlined.